Telephone number:	+31 (0)71 527 2727
E-Mail:	hulshof@iclon.leidenuniv.nl
Faculty / Department:	ICLON, Voortgezet Onderwijs, Lerarenopleiding
Office Address:	Willem Einthoven gebouw Wassenaarseweg 62A 2333 AL Leiden
Telephone number:	+31 (0)71 527 2118
E-Mail:	h.hulshof@hum.leidenuniv.nl
Faculty / Department:	Faculteit der Geesteswetenschappen, Institute for Cultural Disciplines, Oude Nederlandse L&C
Office Address:	Witte Singel-complex P.N. van Eyckhof 1 2311 BV Leiden Room number 1.05a

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Curriculum vitae

Hans Hulshof (1946) is Em. Professor of Education in Dutch Language and Literature at ICLON and Faculty of Humanities. He received his Master degree from Leiden University and his PhD from Radboud University Nijmegen, both in linguistics. He has taught in secondary schools, and been a teacher educator and researcher since 1976. His research interests focus mainly on the knowledge base of teaching. He has published many articles, books and chapters in books dealing with such topics as the use of analogies by language teachers, the possibilities of linguistics in the language curriculum, the relationship between academic discipline and school subject, reading comprehension instruction, and methods of mother-tongue education. He taught subject-specific pedagogy in both Graduate (ICLON) and Bachelor's (Dutch Language and Culture) programs, was involved in in-service teacher training for experienced language teachers, and supervises PhD students writing their thesis.

Research

As part of the ICLON research theme Teachers’knowledge as an essential component of the knowledge base of teaching, he conducted research both in general teacher knowledge and more specific subject-matter knowledge of teachers. This research aims to gain insight into particular topic-specific representations of (mother-tongue) language teachers: The use of analogies in language teaching and The implementation of linguistics in pre-university education.

Other research projects in which he is involved:

• A linguistic and intertextual approach of literacy
• The development of a professional learning community (by means of Book Club)
• A concept-context approach of mother-tongue education, and
• Grammar as awareness of language in secondary schools.

Key publications

Hulshof, H. (2008). Homo loquens en homo scribens op school. Nederlandse Taalkunde,13(3), 285-291.

Platteel, T., Hulshof, H., & Van Driel, J.H. (2008). Teachers of mother-tongue education in action: Teachers designing concept-context-enriched education in an action research setting. L1 –Educational Studies in Language and Literature, 8(4), 85-105.

Hulshof, H., Rietmeijer, M., & Verhagen, A. (2006). Taalkunde voor de tweede fase van het vwo. Amsterdam: Amsterdam University Press.

Hulshof, H. & Verloop, N. (2005). Do teachers need instructional analogies to teach mother-tongue (L1)? - Teachers’ perceptions and representations of difficult topics in mother-tongue education. L1 – Educational Studies in Languageand Literature, 5(1), 23-37.

Hulshof, H. & Verloop, N. (2002). The use of analogies in language teaching: Representing the content of teachers’ practical knowledge. Journal of Curriculum Studies,34(1), 77-90.

Hulshof, H., & Verloop, N. (1996). Content in teaching: The relationship between the evolving concept of ‘pedagogical content knowledge’ and the European ‘didactics’ tradition. In N. Ephraty & R. Lidor (Eds.), Teacher Education: Stability, Evolution and Revolution (pp. 445-465). Tel Aviv: MOFET.

hulshofh_homoloquens.pdf
hulshofh_teachers.pdf